xKelly MS- Absent?

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Here, you will find information about what we covered for each day, so you can do your make up work. Please contact me if you have any questions and remember that you still need to CHECK WITH ME, in case I failed to upload something you need to do.

Hope to see you back in class soon!



KELLY MIDDLE SCHOOL:
02/19/10, Friday
  1. Today, both classes began by writing an Admission ticket write. The topic was to choose one fairy tale they could write a better ending for, and to tell me how they would change it. Many students had such wonderful ideas and variety in their choices.
  2. The morning class covered the vocabulary of the day. The words of the day are: Philosophical, Allusion, Reliable vs Unreliable characters, and Anonymously. The afternoon class began working on their questions instead and will cover the vocab on Monday.
  3. Sadly, Mrs. Reed failed to have enough coffee today and I forgot to cover the questions on the Parking Lot. Both classes will go over to the "Parking Lot" and "unpark" the many questions that are there.
  4. Both classes worked on finishing their "Schooled" questions online on this wiki. If you were absent and want to stay ahead instead of having makeup work, feel free to complete your questions at anytime this weekend.
  5. The morning class took the entire class to finish their questions. Next week, they will work to find a fairytale to reconstruct the ending. The afternoon class finished their questions (or have said they will finish them over the weekend) so they found their fairy tales today. We will begin working on our project on Monday.
  6. We had the windows open, blinds up, and sunlight pouring in today and it was glorious. The students, for being a Friday and sunny, were all AMAZING and I am having so much fun getting to know them.
  7. HAVE A WONDERFUL WEEKEND!

02/18/10, Thursday
  1. Today, we worked on the novel Schooled. Students began the day by writing a daily participation journal write. If students were absent, they can make up these points by finishing a quick worksheet page, which they can get from the classroom when they come back to school.
  2. After students wrote for about 5 minutes, we worked as a class on the vocabulary of the day. We linked today's words to words in the past classes, which are kept on the board for future reference. The words of the day are: Characterization, Literal(ly), Figurative(ly), Voice (in literature), and Hippie. These words connect to the lesson for the day as well as the readings they will cover, which is why I chose them for the day.
  3. After the class worked together to define the vocabulary of the day, students were asked to "catch me up" on what elements have happened so far in the book. Students worked together to discuss the events and the characters in the book. Many used vocabulary words from the board.
  4. After discussion, students began silent reading of the book, where ever they left off. Most students have worked through, at least, chapter 6. Students were given a handout, for their own files, that they can use to help keep tabs on the events in the book. This could be a useful tool to use when studying for any future test on the book. A copy of this handout is available under "handout." Students will not be asked to hand this in for a grade unless I notice students failing to pay attention or follow the readings. Students are allowed to use any writing (bullet points, sentences, drawings) in this handout...whatever will help them remember each chapter.
  5. The afternoon class caught up enough on the readings to begin answering their discussion questions. These are under the tab "Schooled 1." Students in the afternoon class did not have enough time to finish so we will finish answering their questions tomorrow. Morning class will begin and complete this task tomorrow in class. Any questions left will be homework for the weekend.
  6. All in all, it was a pretty productive and quiet day! Tomorrow, we will finish the questions and work more with fables (if we have time). Have a great evening!

02/17/10, Wednesday
  1. Today was a catch up day! Students began class by writing an admission ticket write. The topic was: what is one or more things you have concerns or questions about in Language arts. If nothing, tell me something you enjoy or want to see more of. I find it very important to stay in touch with my students and their needs in my class. Admission and Exit ticket writes allow me to listen to my students every day and find out what they are understanding, what they are missing, and what I can do to improve my teaching. I enjoy reading these every day!
  2. We implemented a new policy in class. If students are absent, they are missing out on vital participation points in class, which hurts their points possible grade at the end of the term. This was not fair. To make it easier for students to maintain good grades, whenever a student is absent, they are instructed to take one blue worksheet from the "participation makeup" pile and complete it by the end of the week. Every single page worksheet, which are all easy and quick to complete, will count as one missed class day. These are in a pile by Mrs. Reed's desk.
  3. Students finished reading another group of fables, while analyzing each one on their brown handout that we worked on yesterday. This is available to view and print under the link "handouts." Students then turned it over and wrote out 5 different types of questions (a who, what, where, when, and why) they could ask students who are studying fables, especially the fables we are covering in class. This was picked up TODAY in class. If a student was absent today, this will count as homework.
  4. Students finished their "discussion director" handout (yellow), the "5-W" questions worksheet (brown), handed in late work, and picked up participation worksheets.
  5. To finish class, students wrote a quick exit ticket write about one thing they need or want to get from Mrs. Reed that can help them succeed in language arts.
  6. I reminded students, one final time, that ALL MISSING WORK (including participation points) is DUE BY FRIDAY!!

02/16/10, Tuesday
  1. We began class today by writing our admission ticket. The topic was to write one or more morals or lessons they have learned from a fable or story. Examples include "don't count your chickens before they hatch," or "Necessity is the mother of invention."
  2. Students worked on the daily key vocab of the day. Vocab words for today are: Subjective, Allegory, Symbolism, Fiction, Aesopic or Aesop-like, Resolution, Conflict, and Exposition.
  3. I handed back student work today and collected their homework about "discussion director" questions. Students with missing work were given updates on their assignments. I reminded the students that I would send home progress reports on friday, so they needed to make sure all of their work was completed and handed in by friday.
  4. Students were introduced to fables today, watching a quick powerpoint about Aesop and fable elements.
  5. I had 5-6 volunteers read different fables to the class, while everyone wrote down four different elements in each fable. The handout they used is under the tab "handouts." We ran out of time in class and will continue this worksheet tomorrow in class.
  6. Students in the afternoon class finished class with a short Exit ticket write. The topic: Write one questions you could ask a reader of fables to encourage further understanding.


NO SCHOOL MONDAY, 2/15

02/12/2010, Friday
  1. Today was a fun day because of the Friendship Social. We began class by going over the questions and concerns that were "parked" in the "parking lot." Please see me if any of you were not here to answer your question and we can discuss it.
  2. Students were awarded their quarterly awards! Congratulations to all of you wonderful students.
  3. I reminded students about their responsibilities regarding late work and being absent. My policies, as well as the policy of Mrs. Whitlock for social studies, are:
    1. students are old enough to manage the responsibility of coming to the teacher and requesting info about any missed work or late work.
    2. If you need an extension, you must discuss that prior to the due date with me and I will work something out with you to the best of my ability.
    3. If something is handed in while you are absent, it is due the day you get back. If you need an extension, see me promptly when you get back or send me an email on the wiki.
    4. If you come talk to me about your missed work, I will put together a packet of everything you missed complete with directions on how to finish it for full points. You must hand it in and sign the sheet by the due date I list or else you will receive less or no points.
    5. It is not possible to make up missed class participation points but you will not receive missed points. You will just not have as many points to gain by the end of the grading period. This means it is VERY important to stay on top of your assignments and finish everything to the best of your ability.
    6. I offer extra credit through out each assignment so I would recommend taking advantage of those when offered.
  4. Students watched funny videos on Youtube about animals and bloopers, handed in late work, and finished assignments!

Thank you for the beautiful Valentine's Day cards! I just love being your teacher! See you Tuesday!!!


02/11/2010, Thursday
  1. Today, students began class by writing a journal entry, then worked on the key vocabulary of the day. The words of the day are: Infer, tyrant, consolation, merciless (and merciful), Tai Chi, dubious, enrich, clarify, luminary, vivid, and village idiot.
  2. Students were introduced to the idea of Literature Circles and we worked as a class on how to be a "Discussion Director," or as I mentioned, the Sherlock Holmes of literature circles. The Discussion Director is the role in a literature group that puts together questions about the book or story we are reading for their group to discuss and talk about. Literature Circles allows students the abilities to run the show, so to speak, in their learning, deciding what is important and what they want to talk about. We referred this to our current reading of Schooled and read through chapter 6, individually and as a class.
  3. We worked on a worksheet, which is under the section labeled "handouts," and created numerous questions about what a reader or group could talk about in the novel. Students are to finish this worksheet for class on Tues, 2/16. The last three questions, which are blank, will be extra credit. Students were reminded to contact me if they had any questions.
  4. Students handed in their myths. I am more than willing to allow revisions for almost every assignment, including this one, for a better grade but students must contact me about this. I also allow small extensions, but must be talked to before the assignment is due to set this up.
  5. Next week, we will work on another role for literature circles andl earn how to read the novel through a new way of thinking.
  6. To end class, the class wrote a quick exit tickets about a question that a "Discussion Director" could ask about myths.


02/10/2010, Wednesday
  1. Students began class by writing an admission ticket, then working on the vocabulary of the day. The words of the day are: Rivulet, Skulking, bloodstone, mourning, goldenrod, raven, narratives, Maui, Point of view, and compare & contrast.
  2. Students listened to a reading of "How Coyote Stole fire," up soon under "Handouts."
  3. Students brainstormed what made a good story, who tells stories, how stories are told, and what makes a good story. Students then watched two short myths on Quicktime, which are viewable under "Folklore."
  4. We then discussed what type of story telling the stories were, what made them good stories, and how they tied to the stories we read on Monday and Tuesday.
  5. Students wrote their exit ticket and were on their way.


02/09/2010, Tuesday
  1. Today we wrote our daily admission ticket, then worked on the vocabulary of the day. The words of the day are: Pourquoi, Motif, Phenomena, Hoopa/Hupa, Inveterate, wrath, and catapult.
  2. The students were read a creation myth about the Inuit tribe and their beliefs about the origin of sea life.
  3. The class worked in groups, reading a different myth per group, and then sharing their myth with the class on the board. See the "Handouts" tab to read the myths.
  4. Students then began writing their own Pourquoi tales or origin myths. The handout is in the "handouts" section. Students were told to write a myth, using the handout as a guide, and put it on a separate piece of paper for the final draft. There is no minimum length, although the myth must be long enough to tell the tale properly. If handwritten, the myth must be legible or else be marked down. Students are allowed to use ideas from other stories but the tale itself must be their own. If students provide a minimum of two illustrations, they will receive 2 points extra credit. Only one picture can be from the computer.
  5. Students wrote their exit ticket and were on their way.


02/08/2010, Monday
  1. Today we began our unit on Folklore. We learned some of the different ways people shared their folklore tales, through oral tradition, from generation to generation.
  2. Please see the Folklore tab on the left, as well as the Handouts tab, to see the power point on folklore, as well as the handouts given to the class.
  3. The class learned how to write Admission and Exit tickets, both of which will be considered as daily participation points for the day. If you had an excused absence, you will not be marked down for missing these points.
  4. The class took a short clicker quiz on their prior knowledge about folklore. Please see me to make this up.
  5. The class learned about the "parking lot," which is next to our vocabulary of the day on the board. On the parking lot, students can take a post-it note at any time and post a question, problem, concern, etc they may have about what we are learning in class. You do not need to put your name on it. We will go over and "unpark" the post-its at the end of each week.
  6. Lastly, we worked on our vocabulary of the day. The words for today were: Paul Bunyan, Little Gimlet, Flapjacks, Griddle, Vittles, Babe the Blue Ox, Exaggerate, Universal theme, Figurative language, hyperbole, and personification